• The learning outcome identified

• A brief description of the experiential learning activity plan/lesson plan

• A brief description of the assessment designed.

Activity- students work in different science disciplines to find ways to make UWC more sustainable. They will prepare projects and labs that each discipline will have to help solve the problem

Assessment- students will design the assessment rubric for each group to be assessed with.

Experiential Activity: create a propaganda campaign (for good, not evil). Include at least three visual or written modalities

Experiential Assessment :

1.visual or written artifacts.

2. Another aspect - reflection - explanation of the authorial choices in relation to the propaganda techniques they were trying to use.

3. Focus group testing (does the ad make a difference)

learning objective:

calculating angles of elevation/depression via

slope or gradient by experiential learning

statistics

SOACOATOW

Define and identify

Outside the classroom: go to playground to measure using rules or other technology

Formative: group presentation of what they achieved

Summative: real life problem on paper

Reflection

Scramble a lab experiment procedure and invite Students to put it back in order (differentiation can be a video of the procedure being provided)

Highlight the use of verbs and connectives. After it, do controlled practice

Leave students some time to draft their procedure of a lab report that they did or will do.

Note: Subject vocabulary may be included to make the delivery of content accurate

Building a Basic Adder using Water and Tubes

Introduction to Logic Gates: Begin by explaining the basic logic gates - AND, OR, and NOT - using simple diagrams and examples.

Activity

In this project, the class will be divided into small groups to ensure inclusivity. In the design phase, each group will sketch a design for representing logic gates using tubes and water flow. They will present their designs to the class, explaining their reasoning. During the construction phase, students will build their logic gates using tubes and connectors. They will test the gates by pouring colored water through them and observe how the combination of tubes (AND, OR, NOT) alters the flow. Next, the groups will combine the gates to create a basic adder circuit. They will then use their adder to perform simple addition tasks, such as adding 1+1 or 1+0, and observe the water flow outcomes. If the adder does not work as expected, students will analyze their design and make adjustments, encouraging problem-solving skills. Throughout the activity, students will document each step of their process, noting what worked and what needed adjustment.

Materials:

Clear tubes of different lengths, Connectors to join tubes, Colored water for visualization, Buckets or containers to collect water, Whiteboards or paper for designing circuits.

Demonstrating the Concept:

• Visualization of Binary Operations: Explain how the water flow mimics binary operations in computer circuits.

• Relating to Computer Architecture: Discuss how the basic adder they've built is a fundamental part of computer processors.

Inclusivity:

• Provide roles suitable for different skill levels and learning styles within each group (e.g., designer, builder, tester, documenter).

Wrapping Up:

• Each group demonstrates their adder, explaining their design and the logic behind it.

• Discuss common challenges faced and how they were resolved.
  Through this activity, students not only learn about computer architecture and logic gates but also engage in critical thinking, problem-solving, teamwork, and hands-on learning. This approach caters to diverse learning styles and encourages active participation from all students.

Formative Assessment:

1. Peer Review: Students can evaluate each other's designs and offer constructive feedback. This encourages critical thinking and helps students refine their understanding of the concepts by analyzing and discussing the work of their peers.

Summative Assessment:

1. Project Presentation: Students present their completed adder models to the class. They explain the logic behind their design, how their model simulates a computer adder, and the challenges they faced during the activity. This assesses their ability to communicate and present their understanding of the topic.

Reflection:

Students will write an essay reflecting on how their model simulates a computer adder and the challenges they faced. They can discuss the real-world relevance of the activity and how it helped them understand computer architecture. This assesses their ability to articulate their learning and critical thinking skills.

Real-World Connection:
The activity has a direct connection to real-world computer systems and electronic devices. By simulating logic gates and constructing a basic adder, students gain insight into the fundamental principles of how computers process information. They can discuss and explore the practical application of these concepts in various aspects of modern technology, such as CPUs, calculators, and digital circuits. Understanding the real-world connection helps students see the relevance and significance of the knowledge they acquire in the activity.

The broad learning outcome is for students to behave as photojournalists – to seek stories and represent them through impactful, informative and thought-provoking photos.

I planned the unit to culminate in the creation of a photo essay on an authentic issue. From our discussions today, I've been reminded that engagement with an authentic audience is a key driver for this learning experience, so I'll invest more energy in organising display space for an exhibition, and encourage students who do particularly good photo essays to propose them as content for a future GIF.

Phase 1. Identifying identifiers

1.       Who are you? What makes you you?

2.       Each student enumerates 10 identifiers for themselves

3.       Task 2, partner up
Come up with 5 identifiers for your partner
they do the same for you

4.       Compare your lists

a.       What do you note that they don’t?

b.       What do they note that you don’t?

5.       Guessing game

a.       Make the cards

                                                                              i.       Pick 5 identifiers from your list

                                                                           ii.        Grab the list of 5 identifiers from your partner

b.       Submit both lists anonymously to the padlet

c.       The class goes through the padlets and tries to guess who the person is.

d.       Whose list of identifiers is more effective at helping people identify you.

6.       Reflection questions

a.       Question 1
Whose identifiers more accurately identify you?

b.       Question 2
Who determines who you are? Yourself or others?

c.       Question 3
Who is identify for? For yourself or for others?

Phase 2: Categorizing Identifiers

1.       Internal vs External
Place the identifiers you’ve noted on a spectrum

a.       External                                                                                                      Internal
Obvious to outsiders --------------------------------------- only known to you

b.       Is there any part of your identify that is only visible to you?

c.       Is there a part of your identify that only others can see?

2.       Essential vs Accidental

a.       Of your identifiers rank which is the most to least important

b.       Which of these identifiers are essential?
If this was not there, you would stop being you.

c.       Which of these identifiers are accidental
If they changed you’d still be you

3.       Enduring vs Ephemeral

a.       Rank your identifiers by how long you’ve had them.

Since birth ----------------------------------------------- Just this year

b.       Will these identifiers stay with you your whole life?

4.       Shared vs Unique

a.       What identifiers do you share with someone else?

b.       Whom do you share this with?

c.       What identifiers are unique to you?

5.       Reflection questions
Look at where your identifiers have fallen on each spectrum.
What patterns do you see?

a.       Are external identifiers more shared?

b.       Are enduring identifiers more essential?

Adela will work with the DP1 students looking at the refugee experience and they will be giving feedback to FP theatre students who will be staging scenes from the book.

The aim of the project is to develop empathy which works towards the uwc mission values.

In history, students will look at historical events thats connect to theatre and psychology.

The final work will be a performance where the FP students will present their scene's chronologically, interjected with DP1 reflections explaining the theory of acculturation and social identity.

Description - students in groups come up business ideas to improve exchange efficiencies in swap shop and charity market. The businesses run for a week and measured reflected.

Assessment- reflections at stages, business pitching.

Assessment: Student made benchmarks (overseen by teachers) Which are tailor made to to the product and goals of each group.

Reflection: An "external assessment" by which art student markbands on collaboration are utilized.